Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that critically analyzing the themes, turning points, consequences, and people of World War II can help better their understandings of the world (Where), Understanding our past is essential in understanding our present and future (Why),Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World(What). (H) 1.2 I will show my students an exciting video that is a remix of Mr. Rogers. It is made by PBS and it that challenges kids to be curious and plant something in the Garden of Their Mind(Hook). (E) 1.3 Students will know Allies, Axis, Depression, Versailles Treaty, D-Day, Hitler, Stalin, FDR, Churchill (Equip), Students will complete a Venn Diagram comparing what life was like then and what life is like now. Then students will use Think-Pair-Share to get multiple perspectives and see what other Venn Diagrams look like (Explore), Students will be able to recognize the importance of history through their unit long blog accounts. They will also be able to reflect on the changes in their learning and perspective over the course of the school year. Then students will do the same Venn Diagram activity with their parents or guardians and write about the activity in a blog posting (Experience). (R) 1.4 I will use Informal Questioning to see how students are doing with filling in their Venn Diagram (Rethink), Students will fill out a checklist that outlines the requirements for the blog, such as length, content, similarities, and differences (Revise/Rethink), I will use the same checklist to provide feedback on their blog postings (Rethink/Revise). (E)1.5 Pre-Assessment - Students will complete pre and post surveys that focus on the general themes of World War II, such as, "Why did WWII happen?" Checking for Understand - Timed Pair-Share Timely Feedback - Self, Teacher (Evaluate). (T) 1.6 (Tailors) Verbal: Students will be able to write down what they learned about the similarities and differences of World War II while they write their blog entry. Logical: Students will think logically while they are comparing the 40's to now when they fill out their Venn Diagram Visual: The Venn Diagram about the similarities and differences of World War II and now will be their visual activity so they can organize their work. Kinesthetic: Students will be able to fill out their Venn Diagram about World War II and now by using Post-it Notes instead of pen and paper. Musical: Students will be able to list the similarities and differences between music then and now. The video I show as my hook has music from today and I will play music from the time period in the background while they work. While listening to the old music the students will be able to notice the similarities and differences. Interpersonal: They will use Think-Pair-Share and share what they think are the similarities and differences of our world today and the time period of World War II. Intrapersonal: Students will have time to think about the similarities and differences of the two time periods by themselves during the "Think" period of Think-Pair-Share. Naturalist: Students will have to go out and talk to their parents or guardians about what they think are the similarities and differences of World War II and now. Students will have to ask their parents about how the environment has changed since the War. (O) 1.7 Students will be able to recognize the importance of World War II had in shaping the boundaries of the globe today (Reflect)Product: blog. Number of Days: 1 (Organize).
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that history is the study of the past through primary and secondary sources and can help better the future (Where), Students should know that history is constantly building on its self and that every event is connected in an endless web to other events (Why),Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World(What). (H) 2.2 When my students come in I will show them multiple famous pictures from The Great Depression that are part of the public domain (Hook). (E) 2.3 Students will know how to use a Spider Map, some general background to The Great Depression, and the culture of the time (Equip), Students will use a Spider Web and then meet in groups to complete a Jigsaw activity where each member of the group will have an individual task to complete (Explore), Students will learn how to evaluate the impact of The Great Depression by creating an online book about the relationship between The Great Depression and World War II (Experience). (R) 2.4 I will use Thumbs Up/Thumbs Down to gauge how students are doing with filling out their Spider Map (Rethink), Students will self-assess themselves using the rubric (Revise/Rethink), I will provide feedback using the rubric on the progress of their online book (Revise/Rethink). (E) 2.5 Checking for Understanding - Thumbs Up/Thumbs Down Timely Feedback - Self, Teacher (Evaluate). (T) 2.6 (Tailors) Verbal: Students will be able to write about how The Great Depression helped cause World War II when they make their online book on bookr.com. Logical: Students will have to think logically when they fill out their Spider Map about how the Depression led to World War II. Visual: Students will use the Spider Map to map out the influences The Great Depression had on World War II. Also, as my hook, I will be showing them famous pictures from The Great Depression which will highlight the tough times. Interpersonal: Students will be able to share their connections between The Great Depression and World War II with each other during the Jigsaw activity. Intrapersonal: Students will be able to contemplate how The Great Depression led to World War II by themselves when they fill out their Spider Map. Naturalist: Students will be asked how better farming practices would have resulted in less of an economical disaster that was The Great Depression. Students will have to make believe they are farmers and talk about what they could have done differently to the land. (O) 2.7 Students will be able to evaluate the implications of The Great Depression on World War II (Interpret)Product: online book. Number of Days: 2 (Organize).
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that critically analyzing the themes, turning points, consequences, and people of World War II can help better their understandings of the world (Where), It is important to know that we can better our society today if we learn from the failures of our past (Why),Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World(What). (H) 3.2 I will play a short video about the Treaty of Versailles (about 1 minute) (Hook). (E) 3.3 Students will know Austria-Hungary, Ottoman Empire, World War I, Woodrow Wilson, The Great Depression (Equip), Students will make a Word Web about the different aspects of The Treaty of Versailles. Then the students will hide two of their words around the room. Students will then participate in a Scavenger Hunt and try and find the words that their classmates hid around the room (Explore), Students will decide the importance and the failures of the Treaty of Versailles and be able to apply that information to today's world through their group website (Experience). (R) 3.4 I will use the Handprint technique to find out what students have learned about The Treaty of Versailles before they leave the class for the day (Rethink), Students will self-assess their work on the website using the class rubric (Revise/Rethink), Students will provide feedback to each other using the rubric for the website (Revise/Rethink), I will provide feedback by using the rubric concerning the class website (Revise/Rethink). (E) 3.5 Checking for Understanding - Handprint Timely Feedback - Peer, Self, Teacher (Evaluate). (T) 3.6 (Tailors) Verbal: Students will be able to listen to the video, talk about the importance of The Treaty of Versailles with each other, and write about the material in the class website. Logical: Students will have to be logical while they fill out their Word Web about The Treaty of Versailles. Visual: The video at the beginning is a great visual to describe the impact that the Versailles Treaty had on the post-WWI world and how it eventually led to WWI. Kinesthetic: Students will be participating in a Scavenger Hunt where they will have to hide information learned from today's lesson around the room for other students to find. Interpersonal: Students will have to discuss the Treaty of Versailles as they create the class website. Intrapersonal: Students will be able to think about the important words and aspects of The Treaty of Versailles alone when they fill out their Word Web. (O) 3.7 Students will be able to decide The Treaty Versailles' impact on the world today (Apply) Product: class website. Number of Days: 3 (Organize).
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that history is the study of the past through primary and secondary sources and can help better the future (Where), World War II is part of our daily culture today in America and all citizens should know the main people, events, and terminology of the time period (Why),Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World(What). (H)4.2 Before the lesson starts I will have my students fill out a word search which will introduce new key terms, important figures, and major events (Hook). (E) 4.3 Students will know the names of major battles, key figures and leaders, turning points, and the general terminology of the time period (Equip), Students will use a Timeline to place events in chronological order to remember them better. Then, students will participate in a Gallery Walk to view what their peers thought were the main events (Explore), Students will learn how to describe, not just memorize, key parts and people of World War II by creating an online poster on glogster.com (Experience). (R) 4.4 Students will complete an Exit Ticket about how they felt about filling out the Timeline so that way I can see how confident they are with the new material (Rethink), Students will self-assess themselves using the rubric (Revise/Rethink), I will provide feedback on their online poster by using the rubric a class period before their poster is due (Revise/Rethink). (E) 4.5 Checking for Understanding - Entrance/Exit Ticket Timely Feedback - Self, Teacher (Evaluate). (T) 4.6 (Tailor) Verbal: Students will be able to write down what they think are the main points of World War II in their own timeline. The word search of key terms will also allow students to be presented with the material in a verbal way. Logical: While filling out their own timelines and while they are ordering themselves in the group timeline students will have to think logically. They will have to compare dates and think about order of events. Visual: The word search that I will have my students do for my hook will also be a visual activity where they can become familiar with the new terminology of World War II. Kinesthetic: Students will participate in a Gallery Walk where they will be able to move around and explore other people's timelines. Then, I will hand out a pieces of paper with different events on them. Students will have to arrange themselves in chronological order using the information they just learned from their timelines. Interpersonal: hhStudents will have to communicate with each other when they are comparing the different events on their slips of paper. Also, students will be able to discuss about their timelines of historical events of World War II with each other during the Gallery Walk. Intrapersonal: hhStudents will be able to think critically about the key people, places, terminology, and battles of World War II by themselves during the Gallery Walk and while they fill out their own timelines. (O) 4.7 Students will be able to describe several key moments of U.S. involvement in World War II (Explain) Product: online poster. Number of Days: 3(Organize).
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that ideals change over time and bias alters our perspective of history (Where), It is important that everyone has a different perspective of the world, which means history is more of a discussion of events rather than something that needs to be memorized (Why),Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World(What). (H) 5.2 I will dress up as a historical figure from World War II and give a small five minute in-character speech about my life (Hook). (E) 5.3 Students will know key terms like perspective, bias, secondary sources, and primary sources and how these can affect how we view history (Equip), My students will use a Sandwich to organize their thoughts and then partake in a Team Discussion about what their famous figures will look and sound like (Explore), Students will be able to argue that perspective is essential when discussion the events of history after they complete their iMovie presentation of their impersonation of a famous figure from the World War II era (Experience). (R) 5.4 Students will be able to express their comfort level with the material, or how their presentation is going, through a Triangular Prism activity (Rethink), Students will self-assess themselves using a rubric (Revise/Rethink), I will provide feedback using the same rubric, which will also be the same rubric used for the final grading (Rethink/Refine). (E) 5.5 Checking for Understanding - Triangular Prism Timely Feedback - Self, Teacher (Evaluate). (T) 5.6 (Tailor) Verbal: Students will have to perform and record themselves using iMovie acting as a key figure from World War II of their choosing. Logical: My Students will have to plan ahead what their presentations will look like using the Sandwich technique. This will help them get down what the main points of their presentation will be. Visual: Students will be able to visualize the order of their presentation through the use of the Sandwich graphic organizer. Kinesthetic: By recording themselves as another person my students will have the chance to act how ever they want to, as long as it is appropriate. Interpersonal: Students will take part in Team Discussions about their Sandwiches. Here they will be able to discuss the key points that each person wants to make during their iMovie presentations. Intrapersonal: Students will be given the opportunity to think by themselves while they fill out what the main points of their presentation will be using the Sandwich model. (O) 5.7 Students will be able to argue that bias can create different views of historical events (Perspective) Product: iMovie. Number of Days: 3 (Organize).
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that ideals change over time and bias alters our perspective of history (Where), It is important that we ask our society questions such as "What If?" It is also important that people be able to politely discuss these topics as a respectful community and still be allowed to disagree (Why),Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World(What). (H) 6.2 I will open the class up with a discussion and ask some initial controversial questions like "Should America have dropped atomic bombs on Hiroshima and Nagasaki?" (Hook). (E) 6.3 Students will know Operation Manhattan, Hiroshima, Nagasaki, FDR, Truman, VJ-Day (Equip), My students will fill out a Sequence Chart about what they think would happen if the United States decided to stay neutral and not join the war. Then, they will all participate in a Class Discussion about their Sequence Charts and we will talk about the importance of World War II and how it effects our lives today (Explore), This lesson will allow my students to imagine the different scenarios and become aware that actions we do today will no matter what effect our future (Experience). (R) 6.4 As a class we will do an Onion Ring and we can get a feel for people's opinions concerning the multiple issues we will be discussing, such as "Should Harry Truman be convicted as a war criminal?" (Rethink) Students will be able to assess their Prezi about the multiple scenarios of World War II themselves through a rubric (Revise/Rethink) Students will be able to assess their classmates' Prezis through a rubric (Revise/Rethink) I will provide feedback on my students' progress with the alternative reality Prezis using the same rubric they will be using (Revise/Refine). (E) 6.5 Checking for Understanding - Onion Ring Timely Feedback - Self, Peer, Teacher (Evaluate). (T) 6.6 (Tailor) Verbal: bbThere will be opportunity to discuss their thoughts about the alternative realities they thought of during the Onion Ring activity. Logical: Students will have to think critically while they fill out their Sequence Chart about what they think would happen if the United States did not join World War II. Visual: Students will be able to watch a video that has many pictures depicting what life was like for Jewish families during the War. Musical: Students will be able to listen to how music is used to set a specific mood in this video that uses trains, sirens, and string instruments to emphasize the fear of Jewish families during World War II. Interpersonal: There will be lots of time for class discussion over these controversial questions. Students will be able to talk during the Onion Ring activity as well as the Class Discussion, which is my hook. Intrapersonal: Students will be able to think to themselves while they watch a video about how Jewish families must have felt as they were put on trains headed to concentration camps. (O) 6.7 Students will be able to imagine the world if the United States did not join World War II (Empathy) Product: Prezi Number of Days: 3 (Organize).
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 I will show my students an exciting video that is a remix of Mr. Rogers. It is made by PBS and it that challenges kids to be curious and plant something in the Garden of Their Mind (Hook).
(E) 1.3 Students will know Allies, Axis, Depression, Versailles Treaty, D-Day, Hitler, Stalin, FDR, Churchill (Equip), Students will complete a Venn Diagram comparing what life was like then and what life is like now. Then students will use Think-Pair-Share to get multiple perspectives and see what other Venn Diagrams look like (Explore), Students will be able to recognize the importance of history through their unit long blog accounts. They will also be able to reflect on the changes in their learning and perspective over the course of the school year. Then students will do the same Venn Diagram activity with their parents or guardians and write about the activity in a blog posting (Experience).
(R) 1.4 I will use Informal Questioning to see how students are doing with filling in their Venn Diagram (Rethink), Students will fill out a checklist that outlines the requirements for the blog, such as length, content, similarities, and differences (Revise/Rethink), I will use the same checklist to provide feedback on their blog postings (Rethink/Revise).
(E)1.5 Pre-Assessment - Students will complete pre and post surveys that focus on the general themes of World War II, such as, "Why did WWII happen?" Checking for Understand - Timed Pair-Share Timely Feedback - Self, Teacher (Evaluate).
(T) 1.6 (Tailors)
Verbal: Students will be able to write down what they learned about the similarities and differences of World War II while they write their blog entry.
Logical: Students will think logically while they are comparing the 40's to now when they fill out their Venn Diagram
Visual: The Venn Diagram about the similarities and differences of World War II and now will be their visual activity so they can organize their work.
Kinesthetic: Students will be able to fill out their Venn Diagram about World War II and now by using Post-it Notes instead of pen and paper.
Musical: Students will be able to list the similarities and differences between music then and now. The video I show as my hook has music from today and I will play music from the time period in the background while they work. While listening to the old music the students will be able to notice the similarities and differences.
Interpersonal: They will use Think-Pair-Share and share what they think are the similarities and differences of our world today and the time period of World War II.
Intrapersonal: Students will have time to think about the similarities and differences of the two time periods by themselves during the "Think" period of Think-Pair-Share.
Naturalist: Students will have to go out and talk to their parents or guardians about what they think are the similarities and differences of World War II and now. Students will have to ask their parents about how the environment has changed since the War.
(O) 1.7 Students will be able to recognize the importance of World War II had in shaping the boundaries of the globe today (Reflect) Product: blog. Number of Days: 1 (Organize).
Lesson 2
(H) 2.2 When my students come in I will show them multiple famous pictures from The Great Depression that are part of the public domain (Hook).
(E) 2.3 Students will know how to use a Spider Map, some general background to The Great Depression, and the culture of the time (Equip), Students will use a Spider Web and then meet in groups to complete a Jigsaw activity where each member of the group will have an individual task to complete (Explore), Students will learn how to evaluate the impact of The Great Depression by creating an online book about the relationship between The Great Depression and World War II (Experience).
(R) 2.4 I will use Thumbs Up/Thumbs Down to gauge how students are doing with filling out their Spider Map (Rethink), Students will self-assess themselves using the rubric (Revise/Rethink), I will provide feedback using the rubric on the progress of their online book (Revise/Rethink).
(E) 2.5 Checking for Understanding - Thumbs Up/Thumbs Down Timely Feedback - Self, Teacher (Evaluate).
(T) 2.6 (Tailors)
Verbal: Students will be able to write about how The Great Depression helped cause World War II when they make their online book on bookr.com.
Logical: Students will have to think logically when they fill out their Spider Map about how the Depression led to World War II.
Visual: Students will use the Spider Map to map out the influences The Great Depression had on World War II. Also, as my hook, I will be showing them famous pictures from The Great Depression which will highlight the tough times.
Interpersonal: Students will be able to share their connections between The Great Depression and World War II with each other during the Jigsaw activity.
Intrapersonal: Students will be able to contemplate how The Great Depression led to World War II by themselves when they fill out their Spider Map.
Naturalist: Students will be asked how better farming practices would have resulted in less of an economical disaster that was The Great Depression. Students will have to make believe they are farmers and talk about what they could have done differently to the land.
(O) 2.7 Students will be able to evaluate the implications of The Great Depression on World War II (Interpret) Product: online book. Number of Days: 2 (Organize).
Lesson 3
(H) 3.2 I will play a short video about the Treaty of Versailles (about 1 minute) (Hook).
(E) 3.3 Students will know Austria-Hungary, Ottoman Empire, World War I, Woodrow Wilson, The Great Depression (Equip), Students will make a Word Web about the different aspects of The Treaty of Versailles. Then the students will hide two of their words around the room. Students will then participate in a Scavenger Hunt and try and find the words that their classmates hid around the room (Explore), Students will decide the importance and the failures of the Treaty of Versailles and be able to apply that information to today's world through their group website (Experience).
(R) 3.4 I will use the Handprint technique to find out what students have learned about The Treaty of Versailles before they leave the class for the day (Rethink), Students will self-assess their work on the website using the class rubric (Revise/Rethink), Students will provide feedback to each other using the rubric for the website (Revise/Rethink), I will provide feedback by using the rubric concerning the class website (Revise/Rethink).
(E) 3.5 Checking for Understanding - Handprint Timely Feedback - Peer, Self, Teacher (Evaluate).
(T) 3.6 (Tailors)
Verbal: Students will be able to listen to the video, talk about the importance of The Treaty of Versailles with each other, and write about the material in the class website.
Logical: Students will have to be logical while they fill out their Word Web about The Treaty of Versailles.
Visual: The video at the beginning is a great visual to describe the impact that the Versailles Treaty had on the post-WWI world and how it eventually led to WWI.
Kinesthetic: Students will be participating in a Scavenger Hunt where they will have to hide information learned from today's lesson around the room for other students to find.
Interpersonal: Students will have to discuss the Treaty of Versailles as they create the class website.
Intrapersonal: Students will be able to think about the important words and aspects of The Treaty of Versailles alone when they fill out their Word Web.
(O) 3.7 Students will be able to decide The Treaty Versailles' impact on the world today (Apply) Product: class website. Number of Days: 3 (Organize).
Lesson 4
(H)4.2 Before the lesson starts I will have my students fill out a word search which will introduce new key terms, important figures, and major events (Hook).
(E) 4.3 Students will know the names of major battles, key figures and leaders, turning points, and the general terminology of the time period (Equip), Students will use a Timeline to place events in chronological order to remember them better. Then, students will participate in a Gallery Walk to view what their peers thought were the main events (Explore), Students will learn how to describe, not just memorize, key parts and people of World War II by creating an online poster on glogster.com (Experience).
(R) 4.4 Students will complete an Exit Ticket about how they felt about filling out the Timeline so that way I can see how confident they are with the new material (Rethink), Students will self-assess themselves using the rubric (Revise/Rethink), I will provide feedback on their online poster by using the rubric a class period before their poster is due (Revise/Rethink).
(E) 4.5 Checking for Understanding - Entrance/Exit Ticket Timely Feedback - Self, Teacher (Evaluate).
(T) 4.6 (Tailor)
Verbal: Students will be able to write down what they think are the main points of World War II in their own timeline. The word search of key terms will also allow students to be presented with the material in a verbal way.
Logical: While filling out their own timelines and while they are ordering themselves in the group timeline students will have to think logically. They will have to compare dates and think about order of events.
Visual: The word search that I will have my students do for my hook will also be a visual activity where they can become familiar with the new terminology of World War II.
Kinesthetic: Students will participate in a Gallery Walk where they will be able to move around and explore other people's timelines. Then, I will hand out a pieces of paper with different events on them. Students will have to arrange themselves in chronological order using the information they just learned from their timelines.
Interpersonal: hhStudents will have to communicate with each other when they are comparing the different events on their slips of paper. Also, students will be able to discuss about their timelines of historical events of World War II with each other during the Gallery Walk.
Intrapersonal: hhStudents will be able to think critically about the key people, places, terminology, and battles of World War II by themselves during the Gallery Walk and while they fill out their own timelines.
(O) 4.7 Students will be able to describe several key moments of U.S. involvement in World War II (Explain) Product: online poster. Number of Days: 3(Organize).
Lesson 5
(H) 5.2 I will dress up as a historical figure from World War II and give a small five minute in-character speech about my life (Hook).
(E) 5.3 Students will know key terms like perspective, bias, secondary sources, and primary sources and how these can affect how we view history (Equip), My students will use a Sandwich to organize their thoughts and then partake in a Team Discussion about what their famous figures will look and sound like (Explore), Students will be able to argue that perspective is essential when discussion the events of history after they complete their iMovie presentation of their impersonation of a famous figure from the World War II era (Experience).
(R) 5.4 Students will be able to express their comfort level with the material, or how their presentation is going, through a Triangular Prism activity (Rethink), Students will self-assess themselves using a rubric (Revise/Rethink), I will provide feedback using the same rubric, which will also be the same rubric used for the final grading (Rethink/Refine).
(E) 5.5 Checking for Understanding - Triangular Prism Timely Feedback - Self, Teacher (Evaluate).
(T) 5.6 (Tailor)
Verbal: Students will have to perform and record themselves using iMovie acting as a key figure from World War II of their choosing.
Logical: My Students will have to plan ahead what their presentations will look like using the Sandwich technique. This will help them get down what the main points of their presentation will be.
Visual: Students will be able to visualize the order of their presentation through the use of the Sandwich graphic organizer.
Kinesthetic: By recording themselves as another person my students will have the chance to act how ever they want to, as long as it is appropriate.
Interpersonal: Students will take part in Team Discussions about their Sandwiches. Here they will be able to discuss the key points that each person wants to make during their iMovie presentations.
Intrapersonal: Students will be given the opportunity to think by themselves while they fill out what the main points of their presentation will be using the Sandwich model.
(O) 5.7 Students will be able to argue that bias can create different views of historical events (Perspective) Product: iMovie. Number of Days: 3 (Organize).
Lesson 6
(H) 6.2 I will open the class up with a discussion and ask some initial controversial questions like "Should America have dropped atomic bombs on Hiroshima and Nagasaki?" (Hook).
(E) 6.3 Students will know Operation Manhattan, Hiroshima, Nagasaki, FDR, Truman, VJ-Day (Equip), My students will fill out a Sequence Chart about what they think would happen if the United States decided to stay neutral and not join the war. Then, they will all participate in a Class Discussion about their Sequence Charts and we will talk about the importance of World War II and how it effects our lives today (Explore), This lesson will allow my students to imagine the different scenarios and become aware that actions we do today will no matter what effect our future (Experience).
(R) 6.4 As a class we will do an Onion Ring and we can get a feel for people's opinions concerning the multiple issues we will be discussing, such as "Should Harry Truman be convicted as a war criminal?" (Rethink) Students will be able to assess their Prezi about the multiple scenarios of World War II themselves through a rubric (Revise/Rethink) Students will be able to assess their classmates' Prezis through a rubric (Revise/Rethink) I will provide feedback on my students' progress with the alternative reality Prezis using the same rubric they will be using (Revise/Refine).
(E) 6.5 Checking for Understanding - Onion Ring Timely Feedback - Self, Peer, Teacher (Evaluate).
(T) 6.6 (Tailor)
Verbal: bbThere will be opportunity to discuss their thoughts about the alternative realities they thought of during the Onion Ring activity.
Logical: Students will have to think critically while they fill out their Sequence Chart about what they think would happen if the United States did not join World War II.
Visual: Students will be able to watch a video that has many pictures depicting what life was like for Jewish families during the War.
Musical: Students will be able to listen to how music is used to set a specific mood in this video that uses trains, sirens, and string instruments to emphasize the fear of Jewish families during World War II.
Interpersonal: There will be lots of time for class discussion over these controversial questions. Students will be able to talk during the Onion Ring activity as well as the Class Discussion, which is my hook.
Intrapersonal: Students will be able to think to themselves while they watch a video about how Jewish families must have felt as they were put on trains headed to concentration camps.
(O) 6.7 Students will be able to imagine the world if the United States did not join World War II (Empathy) Product: Prezi Number of Days: 3 (Organize).
2004 ASCD and Grant Wiggins and Jay McTighe